I need a dissertation proposal created. I’ll include the instructions as listed

I need a dissertation proposal created. I’ll include the instructions as listed in the course syllabus from my professor. I’ll also include after that, information I’ve gathered so far. I don’t have specific references chosen at the moment, please feel free to find what you can/need and try to keep them within 10 years. The paper needs to be APA 7 professional format. No abstract. Reference page needed. 18 pages of content. This course is a qualitative research method course. Please make sure this is written accordingly.
Professor directions:
“Write a proposal for your dissertation research. This assignment is intended as a practical application of the content of this course – the abstractions and theories of class, and of your readings, to your idea for research for our dissertation. Ideally, it would be the completed first three chapters of your dissertation, called the dissertation proposal. More likely, however, the assignment will result in preproposal, a short statement of your proposed research idea, method of research, anticipated findings, etc. Specifically, the proposal will require you to describe your proposed research in the form required by your department and to use the following elements: purpose/justification, literature review, research problem/question, rationale for research design, context, researcher’s role, data collection, data analysis, and trustworthiness.”
Here is my research topic:
“Starting college is a huge change for anyone, but for first-year students with ADHD, it often comes with unique challenges. ADHD can make it tougher to stay organized, manage time, and focus—skills that are essential in the college environment. While there are resources available for these students, their journey isn’t always smooth. My research will focus on understanding how these students experience their first year of college, how they cope with challenges, and how well the support systems at their schools help them succeed.
Research Questions:
How do first-year college students with ADHD describe their experiences navigating academic and social demands?
What personal strategies do these students use to deal with the challenges that come with ADHD?
How do university resources, like disability services and academic accommodations, influence their success?
Why This Topic Matters:
There’s already quite a bit of research showing that college students with ADHD can struggle academically. We know they often face difficulties with things like staying on top of deadlines and managing their workload. But most of the existing studies focus on numbers—things like GPAs and dropout rates—and don’t dive deeply into the personal stories behind those numbers. We also don’t know enough about first-year students in particular, even though this transition period can be one of the most difficult.
By focusing specifically on first-year students, my research will fill this gap by capturing their individual experiences. What are their daily struggles? How do they feel about the support they’re getting from their schools? These are the kinds of questions I’ll be exploring in this study. I want to better understand what really makes a difference in their lives during that first, crucial year.
How This Study Could Make a Difference:
This study isn’t just about identifying problems—it’s also about learning how students with ADHD succeed despite those challenges. Their personal strategies and resilience can offer valuable lessons for educators and administrators. By hearing directly from students, we can also get a better sense of how well current support systems are working and what might need to change. Whether it’s adjusting academic advising, improving access to resources, or rethinking accommodations, the insights from this study could lead to practical changes that make a real difference for future students.
In short, my study will help fill an important gap by focusing on the real-life experiences of first-year college students with ADHD. It’s about more than just numbers—it’s about understanding what students need to thrive, and how we can help them succeed during one of the most challenging transitions of their academic lives.”
Research method information I’ve done so far to help you:
“This research delves into the real-life experiences of college freshmen dealing with ADHD issues and navigating hurdles as they transition to university life at an educational level. A qualitative methodology is used to explore participants’ strategies and perspectives on university support. The research methodology covers the selection tools, data gathering techniques, data interpretation methods, and any constraints faced during the study.
Sampling
The research will use targeted sampling to choose 15 to 20 individuals with ADHD who are in their freshman year of college as participants for the study from types of colleges such as public and private institutions and community colleges to cover a broad spectrum of experiences. Through disability services, social media, and online platforms that cater to students with ADHD, a group of participants, in terms of gender, socioeconomic background, and ethnicity will be recruited for the study.
Instruments
Semi-formal discussions will serve as the method for gathering data to delve into participants’ experiences with social hurdles, coping mechanism, and thoughts on available supports systems. The interviews will be structured around open-ended inquiries to encourage in-depth conversations while allowing insights to emerge naturally. Additionally, participants will be asked to fill out a survey detailing information such as age, gender identity, and the type of ADHD diagnosis they have received.
Data Collection
Interview session will be held individually using video conferencing tools like WebEx. It will typically run for 60 to 90 minutes each time. Participants will be asked for permission to record the audio during the interviews, and transparency and accuracy in transcriiption will be guaranteed. There might be instances where additional interview sessions or self-report items such as the ADHD Self-Report Scale or College Student Inventory are arranged to dig further into topics. Moreover, participants may choose to share items like study timetables or planners as away to offer perspective on their organizational routines.
Data Analysis
Thematic analysis will assist in examining the data using Braun and Clark’s (2006) six-step method. This method includes familiarizing oneself with the data and creating codes to find theme, which are refined and reviewed before the final analysis. NVivo software will be used to assist in coding and organizing the data. This analysis aims to recognize shared experiences, strategies, and viewpoints regarding university support systems. Member checking will be employed to ensure accuracy and reliability, where participants review and confirm the results.
Limitations
This research has drawbacks to consider. The data collected through self-reports could be influenced by participants’ memories or the desire to present themselves in a positive light. With this sample size, it becomes challenging to apply the findings to a larger or broader group of students dealing with ADHD. Also, conducting interviews might affect the details in responses, as some individuals may not feel comfortable sharing details online.
While there are boundaries to consider, the research will provide perspectives on the obstacles that new college students with ADHD encounter. These discoveries might lead to enhancements in university support services and enhance comprehension of how individuals with ADHD navigate the shift to college living.”